Golby (1982) identifies a ‘technological tradition’, which describes the technological pragmatists. This tradition emphasizes utilitarian values, particularly the pursuit of science and craft, design and technology. Golby distinguishes this technological tradition from the elementary school and progressive school traditions in primary education, which correspond to other groups in the analysis. The technological pragmatist grouping also represents the rationalizing/ technocratic group distinguished by Cosin (1972), which does not fit with Williams (1961) analysis. Likewise, we have seen that Davis posits a corresponding revisionist ideology. Thus there is recognition of the existence and significance of the technological pragmatist interest group in education.
When Williams wrote his account at the end of the 1950s,society and education were not yet in the grip of the ‘white-hot technological revolution’. The New Right, if they existed, were marginal. The addition of this group constitutes a second and final modification of Williams’ analysis, resulting in a total of five interest groups in education. Overall, the main criticism of Williams’ (1961) model is that it needs to be refined to account for the modern Britsh sociopolitical context of education.